04/02/2021
By Robin Hall

The College of Education invites you to attend a doctoral dissertation defense by Michelle Zavez on “Middle School Mentoring Communities of Practice: A Case Study of Two Mathematics Teacher Mentors During the 2020 COVID-19 Pandemic.”

Date: Friday, April 16,2021
Time: 3-4 p.m. EST
Location: This will be a virtual defense via Zoom. Those interested in attending should email
Michelle_ScribnerMacLean@uml.edu at least 24 hours prior to the defense to request access to the meeting.

Dissertation Chair: Michelle Scribner-MacLean, Ed.D. Clinical Professor, College of Education, University of Massachusetts Lowell

Dissertation Committee:

  • Anita Greenwood, Ed.D., Dean Emeritus, College of Education, University of Massachusetts Lowell
  • Tara Alcorn, Ed.D., Scholar of Practice

Abstract:
The Smith (pseudonym) School District’s mathematics achievement data show disparities among subgroups with respect to middle and high school mathematics learning. Institutional data point to a variety of factors that may indicate low mathematics teaching efficacy and lack of supports for educators, particularly those new to teaching. Because mathematics teaching efficacy impacts teacher instructional practices and student learning, it is important to measure the effect of professional interventions, such as workplace mentoring, on mathematics teachers’ teaching efficacy, development, and perceptions. From the perspective of the mentor, this study explored how mentoring impacts mentors’ mathematics teaching efficacy and professional development. It followed two veteran (with seven years’ or greater classroom teaching experience) middle school mathematics teacher mentors for eight weeks during the 2020 pandemic, as they worked with one or two beginning (with three years’ or fewer classroom teaching experience) mathematics teacher mentees. Findings provide a broader framework for improved mentoring between beginning and veteran teachers, and for stronger and more sustained mentoring and mathematics teaching efficacy. When accompanied by district supports, these may lead to improved classroom instruction, as well as improved mathematics achievement for all students within the district and beyond.